Basic UN documents, e.g. the 2030 Agenda for Sustainable Development (SD) defines SD as one of the overarching priorities of the social, economic and environmental development of the countries. This Agenda defined 17 goals of SD to achieve by 2030. General objectives described by other UN documents were transformed into 10 principles by the United Nations Global Compact, which is a United Nations initiative to encourage businesses worldwide to adopt sustainable and socially responsible policies. The ten mentioned principles covered the areas of human rights, labour, environment and anti-corruption. Finally, higher educational institutions realised that they have the specific role to empower faculty, administrators, staff and students to be effective change agents and drivers of a more sustainable global society. To cope with the tasks stemming from this role a network PRME (Principles for Responsible Management Education) was set up and 6 sustainability principles relevant to the capacities and mission of the HE institutions were defined. The conceptualisation of the present proposal have been started along these goals and principles. The main, ambitious objective of the project is to help achieve these principles and goals by developing VET tools adapted to all human sections of a higher education institution.The few existing sustainability strategies of HE institutions integrate this strategy into their institutional development plans in very different ways. Here the partners realised that in the business sector there exists a tool, called Integrated Reporting (IR) giving a method and framework for the redaction SD plans overarching the activities of the enterprise. The same development for the HE institutions was in an early stage of its evolution and the partnership set the objective to elaborate an IR scheme for the HE institutions. The faculty is uniquely positioned to advance research and public discourse on environmental, social, and economic sustainability. Investments in research and education are the most effective way that a University can use its resources to contribute to worldwide sustainability efforts. This idea set the stage for the second thematic work package of the project: gathering best practices of the partners, even enterprises and analysing their adaptability to universities in general. This was helped by preparation of case studies, an issue which was studied at the Summer school the partners organised on-line during the project.Leading HEIs should ensure that their governance, faculty, staff and students not only understand sustainability, but also have the capacity to act sustainably and promote sustainable practices. Exposing all undergraduate, graduate and postgraduate students, faculty and staff, the main target groups of the project, to principles of sustainability is the necessary first step in that process. In order to do that the project defined the objective of developing contents and education tools with non-conservative pedagogical approaches – gamification - adapted to the different target groups of a university in a large number of SD issues. Another sort of target group was composed of the participants of the dissemination conferences: universities beyond the partnership, local and regional stakeholders (decision makers, banks, enterprises) and international organisations with SD profile. To reach these targets is the token of robust follow-up cooperation.The partners found that the already existing sustainability practices of the education institutions were divers and fragmented across fields, topics and courses. To remedy this the project strove for reaching across these boundaries and across partner universities. The main, long-term goal of the partners is not to consider sustainability as a standalone subject, or as added class hours at different individual classes, but rather a wholesale development of SD tools intertwined with education at its core. Partners have carried out the following activities: reviewing existing literature, researching on best practices, mapping stakeholder expectations, developing new solutions (IR and Toolbox) and piloting them. Dissemination of the results was considered of utmost importance of this project. The invitation of representatives of two large networks with SD focus to the partnership underlines this priority.It is to be mentioned that the partners have been able to manage the project in the pandemic circumstances through digitalisation all activities.

Joining strengths of 7 higher education institutions and one management development network, the overall aim of the project was to provide higher education institutions (HEI) with a comprehensive set of insights, guidelines and materials that would help develop more relevant and innovative management education offerings and study processes, based on the real needs of businesses and economies and as a result stimulate reduction of management skills mismatch across EU and provide enterprises with better skilled employees, decreasing their investments in new employee trainings and increasing their competitiveness on local, regional and international levels.We have explored, identified and assessed management and leadership development needs by focusing on:- challenges faced by businesses (particularly with respect to management and leadership issues);- how leadership development may help address challenges faced;- critical evaluation of the results achieved and impacts made by management education to date;- recommendations for learning partners, including specific guidelines, materials, and staff training.To achieve the aims and goals of the project, we have develop Intellectual Outputs “Cross-country report” and “Guidelines for management and leadership skills development”. Developed outputs provide insights into current and future business challenges and related management and leadership development needs, as well as specific instructions, best practice examples and inspiration for HEIs for improving management education curricula, teaching/learning materials, as well as teaching tools, methods and techniques. This will help to provide more adequate and labour market needs-based education, contribute to skills mismatch and shortage reduction, as well as ensure long-term project results accessibility and usability. During the project implementation phase, several activities were undertaken to support development of intellectual outputs and to support dissemination of project results.To support development of intellectual outputs and train faculty and staff directly involved with the project, 4 short-term joint staff training events were organised during the project implementation period.They covered topics of (1) program management and education process, (2) trends in management education, (3) digital technologies in teaching and learning, and (4) case writing and teaching.The most important project outputs are:-A cross-country report publication with seven individual country reports and a cross country chapter covering the most important findings-Guidelines for management and leadership skills development publication drawing from insights of the -A case study collection including descriptive cases covering specific issues that companies face, as well as a collection of seven teaching case studies including teaching notes, ready to be used in classrooms. 5 Multiplier events were organised at an regional and international level in order to support dissemination and increase impact of the project results beyond the project consortium.Project management activities were supported by regular online meetings as well as 5 international meetings where all partners met to report, discuss, plan and coordinate project activities.Significant impact was achieved with all participating institutions reporting improvements in the covered fields in a survey conducted between project partners. All multiplier events were well visited by important stakeholder groups such as educators, representatives of HEIs, companies and business practitioners as well as decision makers from public institutions. With one of the goals being to raise employability of students, the impact cannot be measured directly as it would need a longitudinal study, but participating faculty members did report improved teaching methods, modified curricula and raised student satisfaction at their courses so long term benefits are expected. With better prepared students, we also expect to decrease the need for company investments in new employee trainings.The project already spurred development of several additional outputs including a scientific monograph on management development needs, a manifesto on the future of management development, improvement of existing management development programs and development of two new programs on case writing and teaching and on digital technologies in education.

The EQUAL4EUROPE consortium consists of six Research Performing Institutions (RPI) with a clear focus on arts, humanities, medicine, social sciences, business and law (AHMSSBL), and two international accreditation organisations (one as full partner, one as associate partner). Whereas in the past, gender equality was especially recognized as an issue by science, technology, engineering and maths (STEM) RPIs, it is now also recognized by AHMSSBL institutions. However, information for this type of institutions is not yet widely available. Within this project, we will develop free knowledge, tools and best practices for AHMSSBL institutions related to: 1. Removing barriers to the recruitment, retention and career progression of female researchers; 2. Addressing gender imbalances in decision making processes; and, 3. Integrating the gender dimension in research and innovation content. More specifically, the six RPIs will develop and implement tailored Gender Equality Plans (GEPs) in order to realize sustainable cultural and institutional change, an impartial (impact) assessment will be developed and executed, and a network for GE officers from AHMSSBL institutions will be established. Since the consortium aims to maximize the impact, the two accreditation organisations will investigate the possibilities to include the project results into their existing international accreditation frameworks for business schools (with European and global reach). Through their networks, the consortium will be able to reach out to a very large audience. The partners are all complementary to each other, each contributing specific expertise to the project. This expertise will be effectively used during the project which consist of 8 work packages and has a duration of 48 months.

<< Objectives >>We will develop tools and trainings for HEIs, Accreditation Institutions, and their staff to be better equipped to contribute to reduction of the Gender Gap which will lead to sustainable cultural and institutional change. Through this, we will contribute to a higher level of broadly equal opportunities and outcomes for women and men across sectors by means of sustainable cultural and institutional change.<< Implementation >>1) Report based on research and Analysis of GEP Implementation and Existing Accreditation Mechanisms2) Develop GEP Implementation Plans and Guidelines; 3) GEP IP for each partner school4) Guidelines for Accreditation Institutions (GE Criteria, Framework, and assessment process)5) LTT programs on GE in (1) Business Schools and (2) Accreditation6) Dissemination events for (1) HEIs and (2) Accreditation Institution<< Results >>Results:-Report on Gender Equality in Business Schools and Accreditation-GEP Implementation Plans for all participating schools (4)-Guidelines on GEP Implementation-Guidelines for Accreditation Institutions-Training on GE in Business Scholls (emphasis on GEP implementation)-Training on Accreditation for EvaluatorsOutcomes:-Removing barriers to the recruitment, retention and career progression of females-Integrating the gender dimension in development and quality assurance processes